UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. MakuchLesson #: 1 Facet: Interpretation Grade Level: 10 Numbers of Days: 3 Topic: Geometry
PART I:
Objectives Students will understand that geometric shapes, their ,measures, and properties can be used to describe objects. Students will know how to evaluate the surface area and volume of a solid. Students will be able to evaluate the surface area and volume of a solid.
Product: Comic Life
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Mathematics Grade Level: High school Domain:Modeling with Geometry Cluster:Apply Geometric Concepts in Modeling Situations Standard:Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Rationale:
Students will be able to define objects based on their physical properties and give an estimation of their volume.
Assessments Pre-Assessment: Students will be given a written quiz. The quiz will ask students to find the volume of a block, cylinder, sphere, and pyramid.
Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will pair up and become teachers to one another. Each student will describe in his/her own way of finding the volume of the object with the other.
Section II – timely feedback for products (self, peer, teacher)
Students will review their own survey results with the results of the rest of the class and find what they did wrong. They will confer with classmates to find the right answer together as a class. The teacher will grade the preliminary survey results based on the rubric.
Summative (Assessment of Learning):
Students will be in pairs to create a Comic Life Guidebook. After they have successfully estimated the volumes of five of the objects, the students will collaborate on a Comic Life project. The project will be to create a guidebook showing how to find an estimate for the volume of a certain structure. The structure will be more complex than the objects given in the first part of the assignment.
Integration Technology:
Comic Life
Content Areas:
English: Collaboration with others
Art: Students will create a comic representation
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Use a step by step chart to organize the process in the right order. Students will organize in team, pair, solo to make sure each student understands.
Section II – Groups and Roles for Product Students will evaluate the volume and surface area of a solid by measuring and evaluating blocks within Google SketchUp. Students will be broken into groups of three by drawing cards and grouping with others who have the same number.
Students will move to groups of two to create the product. This time students will be able to choose their own partners. The exception being that students who are in a group together for the first activity will not be allowed to remain partners for the creation of the product.
Differentiated Instruction Verbal: Students will describe the object and how to find the volume and surface area. Logic: Students will have to break the model down into known shapes. Visual: Students will have to see the objects to understand the shapes involved. Kinesthetic: Students have to hold the blocks and examine and measure them. Musical: Some of the objects will be different sized drums. Interpersonal: Students discuss with other classmates to get the right answer. Intrapersonal: Students will eventually work individually to organize and implement the proccess of evaluating the surface area and volume of a solid. Naturalist: Students will be descibing animals through shapes
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
If a student is absent on the first day only, s/he will be formed into a group of three students on the second day to complete the Comic Life. If a student is absent the second day only, s/he will be asked to on a group of two on the third day. If a student is absent on the third day only, s/he will not be asked to make up work because the third day is the "fun" day. Students absent all three days will be judged on an individual basis based on understanding of he content.
Extensions
If more time is needed to complete the Comic Life, one week will be given for it to be completed outside of class time. After this one week students will be expected to turn in however much of the assignment is completed and the assignment will be graded based on it's partial completion.
Type II technology:
Comic Life
Gifted Students:
On the first day, all groups will choose five objects to describe, which ones they choose is up to them. If they choose to do more than the allotted five, they will receive a small amount of bonus points. On the second and third days, the Comic Life comic allows room for more gifted students to perform higher quality work, and naturally more gifted students will want to make theirs look better.
Materials, Resources and Technology computers objects
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1
5-20 mins - Students will take pre-test given by the instructor, in the meantime, the instructor is bouncing from table to table to help with any questions or to explain certain things. This is ultimately an ungraded quiz and is used to teach. The instructor will judge how long this section takes. 15 mins - The hook, 5 mins - Students will be put into groups of three randomly by picking cards. Remainder of class period - Students will use this time to perform the activity of finding volume of five out of the ten objects and uploading their answers on to the Google Survey. Groups that finish early can work on the objects they have not done.
Day 2
5 mins - Students find their own pairs. 5 mins - Group names are picked out of a hat. The order these names are picked in is the order in which students get to pick from the list of animals. 10 mins - Students will learn how to use Comic Life, the teacher will lecture instruction on the programs use. The students will be with their group teammates at this point.. Remainder of class period - Students work on their product in their groups.
Day 3 Entire class period - Student will finish their Comic Life comics, if time allows, they will also share with classmates.
Desks should be set up differently for day 1 and day 2. Day one there will be tables or desks in threes acting as such. Students will understand that geometric shapes, their ,measures, and properties can be used to describe objects. Objects can be modeled through geometric shapes. Standard G-MG.1 Use geometric shapes, their measures, and their properties to describe objects.The hook will be that a long slender cup and a large jug will be brought in to class. The long cup will be used to fill the jug, this is an optical illusion and teaches us about surface area and volume. Students will take an individual pre-assessment which will ask them to find the volume of a block, sphere, cylinder and pyramid. (where)(why)(what)(hook) MI Intelligences: Visual, spatial
Students will know how to evaluate the surface area and volume of a solid. (see content notes) Students will use graphic organizers to help them describe step by step the process of estimating volume in an object. Students will be given a formula sheet to find volume from shapes. They will learn to estimate objects through self discovery. Students will be in teams of three to estimate the volume of five different objects.Students will know how to evaluate the surface area and volume of a solid. Students or groups will give a thumbs up or down if the understand or don't understand. (rethink)(equip)(explore)
Students will be able to evaluate the surface area and volume of a solid and estimate the volume of an object through modeling. Feedback will be given to students in the form of a graded rubric for the Comic Life. Students will also judge each others projects. Extra points will be given to products that do well in this process. Students will take an individual pre-assessment which will ask them to find the volume of a block, sphere, cylinder and pyramid. Explore, Experience, Rethink, Revise, Refine,
Content Notes Students will know….. How to find volume How to break down a three dimensional model into its base components How to break down a three dimensional model into its base components and find the volume.
How to explain this process to other classmates
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The clipboard learner will be happy to do the preliminary portion of this lesson. The graphic organizer, which will be a step by step list, could literally fit on a clipboard and this would make sense. The clipboard learner will be well engaged in the details of this project. The preliminary part of this project is perfect for those having an eye on detail and accuracy, as clipboard learners do.
Microscope: The microscope learner is comfortable with activities requiring logical analysis. This is a project which requires logical analysis because it is based on logic.
Puppy: Students will be working with a couple different groupings on this activity, so puppy learners who value personal interactions will be at home. Also, puppy learners who like to help others will feel comfortable creating a Comic Life for the purpose of helping others learn.
Beach Ball: Beach ball students will be the most help creating the Comic Life. These students should be more expressive than others, and this will show in the Comic Life.
Rationale: The lesson requires students to think critically about how to interpret some objects. Students will need to be able to takes formulas and theories used in the classroom and apply them to subjects which they may not have thought much about. The application will be much different than what they are used to.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Pre-Assessment: Students will be given a written quiz. The quiz will ask students to find the volume of a block, cylinder, sphere, and pyramid. Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will pair up and become teachers to one another. Each student will describe in his/her own way of finding the answer to the other.
Section II – timely feedback for products (self, peer, teacher)
Students will review their own survey results with the results of the rest of the class and find what they did wrong. They will confer with classmates to find the right answer. The teacher will grade the preliminary survey results based on the rubric. Summative (Assessment of Learning):
Students will be in pairs to create a Comic Life Guidebook. After they have successfully estimated the volumes of five of the objects, the students will collaborate on a Comic Life project. The project will be to create a guidebook showing how to find an estimate for the volume of a certain animal. The animal will be chosen by the group from a list of acceptable animals provided by the instructor. The same animal will not be used twice.
Rationale: Students will begin to think about how shapes can be used in design processes. Students will have to use critical thinking in order to find the right area of the solid in question. They will have to understand the process well enough to explain it via a Comic Life guidebook.
Rationale: Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
CCSS: Content Area: Mathematics Grade Level: High school Domain:Modeling with Geometry Cluster:Apply Geometric Concepts in Modeling Situations Standard:Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Facet: Students will be able to evaluate the surface area and volume of a solid (Interpretation)
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will describe the object and how to find the volume and surface area.
Logic: Students will have to break the model down into known shapes.
Visual: Students will have to see the objects to understand the shapes involved.
Kinesthetic: Students have to hold the blocks and examine and measure them.
Musical: Some of the objects will be different sized drums.
Interpersonal: Students discuss with other classmates to get the right answer.
Intrapersonal: Students will eventually work individually to organize and implement the process of evaluating the surface area and volume of a solid.
Naturalist: Students will be describing animals through shapes
Type II Technology: Students will create a comic life which describes how a person would go about finding the volume of an object, including estimations and breaking an object into component parts.
Rationale: Students will create a Comic Life guidebook to show their understanding of the process of estimating the volume of an object.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will be challenged to find unique ways to model everyday objects. Students will have to collaborate with multiple different people in order to complete this lesson and assignment.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will have choices in how they wish to complete the assignments. Students will be using many different skills in completing the required elements such as critical thinking as well as physical actions.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Makuch Lesson #: 1 Facet: Interpretation
Grade Level: 10 Numbers of Days: 3
Topic: Geometry
PART I:
Objectives
Students will understand that geometric shapes, their ,measures, and properties can be used to describe objects.
Students will know how to evaluate the surface area and volume of a solid.
Students will be able to evaluate the surface area and volume of a solid.
Product:
Comic Life
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Mathematics
Grade Level: High school
Domain: Modeling with Geometry
Cluster: Apply Geometric Concepts in Modeling Situations
Standard: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Rationale:
Students will be able to define objects based on their physical properties and give an estimation of their volume.
Assessments
Pre-Assessment:
Students will be given a written quiz. The quiz will ask students to find the volume of a block, cylinder, sphere, and pyramid.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will pair up and become teachers to one another. Each student will describe in his/her own way of finding the volume of the object with the other.
Section II – timely feedback for products (self, peer, teacher)
Students will review their own survey results with the results of the rest of the class and find what they did wrong. They will confer with classmates to find the right answer together as a class. The teacher will grade the preliminary survey results based on the rubric.
Summative (Assessment of Learning):
Students will be in pairs to create a Comic Life Guidebook. After they have successfully estimated the volumes of five of the objects, the students will collaborate on a Comic Life project. The project will be to create a guidebook showing how to find an estimate for the volume of a certain structure. The structure will be more complex than the objects given in the first part of the assignment.
Integration
Technology:
Comic Life
Content Areas:
English: Collaboration with others
Art: Students will create a comic representation
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Use a step by step chart to organize the process in the right order. Students will organize in team, pair, solo to make sure each student understands.
Section II – Groups and Roles for Product
Students will evaluate the volume and surface area of a solid by measuring and evaluating blocks within Google SketchUp. Students will be broken into groups of three by drawing cards and grouping with others who have the same number.
Students will move to groups of two to create the product. This time students will be able to choose their own partners. The exception being that students who are in a group together for the first activity will not be allowed to remain partners for the creation of the product.
Differentiated Instruction
Verbal: Students will describe the object and how to find the volume and surface area.
Logic: Students will have to break the model down into known shapes.
Visual: Students will have to see the objects to understand the shapes involved.
Kinesthetic: Students have to hold the blocks and examine and measure them.
Musical: Some of the objects will be different sized drums.
Interpersonal: Students discuss with other classmates to get the right answer.
Intrapersonal: Students will eventually work individually to organize and implement the proccess of evaluating the surface area and volume of a solid.
Naturalist: Students will be descibing animals through shapes
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
If a student is absent on the first day only, s/he will be formed into a group of three students on the second day to complete the Comic Life. If a student is absent the second day only, s/he will be asked to on a group of two on the third day. If a student is absent on the third day only, s/he will not be asked to make up work because the third day is the "fun" day. Students absent all three days will be judged on an individual basis based on understanding of he content.
Extensions
If more time is needed to complete the Comic Life, one week will be given for it to be completed outside of class time. After this one week students will be expected to turn in however much of the assignment is completed and the assignment will be graded based on it's partial completion.
Type II technology:
Comic Life
Gifted Students:
On the first day, all groups will choose five objects to describe, which ones they choose is up to them. If they choose to do more than the allotted five, they will receive a small amount of bonus points. On the second and third days, the Comic Life comic allows room for more gifted students to perform higher quality work, and naturally more gifted students will want to make theirs look better.
Materials, Resources and Technology
computers
objects
rulers/measuring tape
graphic organizers
calculators
Source for Lesson Plan and Research
http://www.louisianaschools.net/lde/uploads/19202.pdf
A source for the lesson plan
http://download.cnet.com/Google-SketchUp/3000-6677_4-10257337.html
Used to download Google SketchUp
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1
5-20 mins - Students will take pre-test given by the instructor, in the meantime, the instructor is bouncing from table to table to help with any questions or to explain certain things. This is ultimately an ungraded quiz and is used to teach. The instructor will judge how long this section takes.15 mins - The hook,
5 mins - Students will be put into groups of three randomly by picking cards.
Remainder of class period - Students will use this time to perform the activity of finding volume of five out of the ten objects and uploading their answers on to the Google Survey. Groups that finish early can work on the objects they have not done.
Day 2
5 mins - Students find their own pairs.5 mins - Group names are picked out of a hat. The order these names are picked in is the order in which students get to pick from the list of animals.
10 mins - Students will learn how to use Comic Life, the teacher will lecture instruction on the programs use. The students will be with their group teammates at this point..
Remainder of class period - Students work on their product in their groups.
Day 3
Entire class period - Student will finish their Comic Life comics, if time allows, they will also share with classmates.
Desks should be set up differently for day 1 and day 2. Day one there will be tables or desks in threes acting as such.
Students will understand that geometric shapes, their ,measures, and properties can be used to describe objects. Objects can be modeled through geometric shapes. Standard G-MG.1 Use geometric shapes, their measures, and their properties to describe objects. The hook will be that a long slender cup and a large jug will be brought in to class. The long cup will be used to fill the jug, this is an optical illusion and teaches us about surface area and volume. Students will take an individual pre-assessment which will ask them to find the volume of a block, sphere, cylinder and pyramid.
(where)(why)(what)(hook) MI Intelligences: Visual, spatial
Students will know how to evaluate the surface area and volume of a solid. (see content notes) Students will use graphic organizers to help them describe step by step the process of estimating volume in an object. Students will be given a formula sheet to find volume from shapes. They will learn to estimate objects through self discovery. Students will be in teams of three to estimate the volume of five different objects.Students will know how to evaluate the surface area and volume of a solid. Students or groups will give a thumbs up or down if the understand or don't understand. (rethink)(equip)(explore)
Students will be able to evaluate the surface area and volume of a solid and estimate the volume of an object through modeling. Feedback will be given to students in the form of a graded rubric for the Comic Life. Students will also judge each others projects. Extra points will be given to products that do well in this process. Students will take an individual pre-assessment which will ask them to find the volume of a block, sphere, cylinder and pyramid. Explore, Experience, Rethink, Revise, Refine,
Content Notes
Students will know…..
How to find volume
How to break down a three dimensional model into its base components
How to break down a three dimensional model into its base components and find the volume.
How to explain this process to other classmates
Handouts
Volume Formula reference sheetMaine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The clipboard learner will be happy to do the preliminary portion of this lesson. The graphic organizer, which will be a step by step list, could literally fit on a clipboard and this would make sense. The clipboard learner will be well engaged in the details of this project. The preliminary part of this project is perfect for those having an eye on detail and accuracy, as clipboard learners do.
Microscope: The microscope learner is comfortable with activities requiring logical analysis. This is a project which requires logical analysis because it is based on logic.
Puppy: Students will be working with a couple different groupings on this activity, so puppy learners who value personal interactions will be at home. Also, puppy learners who like to help others will feel comfortable creating a Comic Life for the purpose of helping others learn.
Beach Ball: Beach ball students will be the most help creating the Comic Life. These students should be more expressive than others, and this will show in the Comic Life.
Rationale: The lesson requires students to think critically about how to interpret some objects. Students will need to be able to takes formulas and theories used in the classroom and apply them to subjects which they may not have thought much about. The application will be much different than what they are used to.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Pre-Assessment:
Students will be given a written quiz. The quiz will ask students to find the volume of a block, cylinder, sphere, and pyramid.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will pair up and become teachers to one another. Each student will describe in his/her own way of finding the answer to the other.
Section II – timely feedback for products (self, peer, teacher)
Students will review their own survey results with the results of the rest of the class and find what they did wrong. They will confer with classmates to find the right answer. The teacher will grade the preliminary survey results based on the rubric.
Summative (Assessment of Learning):
Students will be in pairs to create a Comic Life Guidebook. After they have successfully estimated the volumes of five of the objects, the students will collaborate on a Comic Life project. The project will be to create a guidebook showing how to find an estimate for the volume of a certain animal. The animal will be chosen by the group from a list of acceptable animals provided by the instructor. The same animal will not be used twice.
Rationale:
Students will begin to think about how shapes can be used in design processes. Students will have to use critical thinking in order to find the right area of the solid in question. They will have to understand the process well enough to explain it via a Comic Life guidebook.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
CCSS:
Content Area: Mathematics
Grade Level: High school
Domain: Modeling with Geometry
Cluster: Apply Geometric Concepts in Modeling Situations
Standard: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Facet: Students will be able to evaluate the surface area and volume of a solid (Interpretation)
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will describe the object and how to find the volume and surface area.
Logic: Students will have to break the model down into known shapes.
Visual: Students will have to see the objects to understand the shapes involved.
Kinesthetic: Students have to hold the blocks and examine and measure them.
Musical: Some of the objects will be different sized drums.
Interpersonal: Students discuss with other classmates to get the right answer.
Intrapersonal: Students will eventually work individually to organize and implement the process of evaluating the surface area and volume of a solid.
Naturalist: Students will be describing animals through shapes
Type II Technology:
Students will create a comic life which describes how a person would go about finding the volume of an object, including estimations and breaking an object into component parts.
Rationale:
Students will create a Comic Life guidebook to show their understanding of the process of estimating the volume of an object.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: Students will be challenged to find unique ways to model everyday objects. Students will have to collaborate with multiple different people in order to complete this lesson and assignment.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will have choices in how they wish to complete the assignments. Students will be using many different skills in completing the required elements such as critical thinking as well as physical actions.